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Abstract
A questionnaire was administered to southern Illinois and western Kentucky science teachers of grades 4–8 to ascertain their perceptions regarding eleven discrete science-related social issue goal statements. Data were collected on teachers' perceptions related to the following: their comprehension of the goal statements, their possession of appropriate knowledge and skills necessary to teach the goal statements, the importance of the goals in a student's total education, and their need for curriculum materials and inservice training related to each goal statement. The goals used and teachers' responses to these goals are presented, along with recommendations based on these data.